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What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Lesson Content
MAFS.2.MD.2.5
Use addition and subtraction within 100 to solve word problems involving lengths that
are given in the same units, e.g., by using drawings (such as drawings of rulers) and
equations with a symbol for the unknown number to represent the problem.
MAFS.2.MD.4.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with
up to four categories. Solve simple put-together, take-apart, and compare problems using
information presented in a bar graph.

Essential Understanding
(What is the big idea or There are multiple ways to represent given data, providing easy readability of given
essential question that you information.
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will Given a table or picture graph with up to four categories, students will be able to answer
students know and be able to put-together, take-apart, and comparison problems with 70 percent accuracy.
do after this lesson? Include
the ABCDs of objectives: Given a picture graph template and data, SWBAT create and label a picture graph with at
action, behavior, condition, least 70 % accuracy
and degree of mastery, i.e.,
"C: Given a sentence written
USF Elementary Education Lesson Plan Template (S 2014) Name:
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in the past or present tense,

A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
By students creating their own picture graph to match given data, it allows them to have
a deeper understanding as to what a data table looks like and how they are made. Then,
when students are given a table with information already categorized, they are able to
understand the bigger picture of what a data table is and why the information is
represented a certain way. I am teaching where students are given multiple opportunities
to participate in the lesson, hopefully increasing the engagement of the lesson. I am also
connecting this lesson to the lesson from the previous day to show connection of
different skills.

Evaluation Plan- How will Formative Assessment Summative Assessment

you know students have Students will be answering simple put- Students will receive an exit ticket to
mastered your objectives? together, take-apart, and compare complete independently as a
problems using whiteboards at their desk. summative assessment.
Address the following: This will tell me when to pause and focus
What formative evidence on certain skills.
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
USF Elementary Education Lesson Plan Template (S 2014) Name:
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during this lesson or in

upcoming lessons?

What Content Knowledge

is necessary for a teacher Knowledge of a picture graph
to teach this material? How to take information from a table and graph the information
How to read a table with given data
How to answer simple put-together, take-apart, and compare problems using given data

What background
knowledge is necessary for The definition of data, characteristics, table (in a mathematical context), categories,
a student to successfully symbols, legend
meet these objectives? - Students will receive kid friendly explanations of the words above
How to approach comparison problems
How will you ensure Fluently add and subtract numbers within 20
students have this Knowledge of a graph
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about
USF Elementary Education Lesson Plan Template (S 2014) Name:
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this content? Students may get caught up in understanding certain vocabulary related to graphing

Considering comparison problems, students may want to choose the larger number as
their answer.
For example:
If there are 19 dogs and 20 cats, how many more cats are there than dogs?

Students will want to say there are 20 more cats than dogs because they are reading it
as a which is more problem

Students want to color the graph like a bar graph instead of drawing pictures

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) >5 Evaluation).
min Teacher
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Where applicable, be sure to
address the following:
What Higher Order >5
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students min
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
and Pass out the graph template and release students to get their
students crayons, a whiteboard and dry erase marker
min Teacher Yesterday, we organized information, or data, about animals into
tables using tally marks and numbers. A picture graph is another
way we can show data. What do we use to show our data on a
picture graph?
Students
Students answer, redirect as needed
5-7 Teacher
That is what we are going to do today. We are going to make a
picture graph with the information we gathered yesterday.
Since graphs help us understand information, we need to know what
the graph is about. We classified, or sorted into categories, all the
animals yesterday. What could use as a title for our graph to tell
Students other people what it might be about?
and
Teacher Students answer redirect as needed
5-7 Model how to write the title on the top of the graph
min Students
and What were the categories we sorted our animals into?
Teacher Students answer redirect as needed
Lets write the categories on the bottom of the graph here. This is
similar to what we have done before with graphing.
Model how to write the names of the animals on the lines below
5 min
Teacher Notice how I am writing it in the same order as it is on the table.
Why do you think I did that?
Students Students answer, redirect as needed
5-7
min Teacher Now were going to draw a picture in each box to represent each
animal recorded by a tally mark on our table. As always, its math,
USF Elementary Education Lesson Plan Template (S 2014) Name:
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not art, so we want to be quick and efficient. We dont have the

time or enough space to draw a whale or a polar bear over and over
in these little boxes, do we? Remember yesterday I got tired of
drawing the mammals with all the legs and little heads. What did I
5-7 Students start to draw instead so I could be quick?
min Students respond, redirect as needed
Teacher
Today, our circles will be our picture, or symbol, for animals. Each
circle will represent one animal, and well draw one circle in each
Teacher box.
and
students How many circles should I draw in the bird column?
Students answer, redirect as needed
5-7 Teacher
min and Watch me how I draw my circles for the birds
Students Model how to draw the circles in the boxes. Do this for the rest of
the graph
Teacher
So we made a title to tell people what our graph is about. We need
to add one more piece of information to our graph. We have to tell
people what those circles stand for, so we need a legend, or key
Does each circle stand for a pencil?
What about an eraser?
5 min Students Let me see a hand. What does each circle stand for?
Students answer, redirect as needed
Teacher
Model how to write the legend
10-15 Teacher
min It is also helpful to write the total amount of animals like we did on
the table. Lets do that for our graph too.
Model how to do so
Teacher
and Now were ready to use our graph to ask and answer questions
Students about the data
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Pose questions such as those below, and have students write their
answers on their personal white boards.
- How many birds, mammals, and reptiles did we count?
- Which category has the fewest animals? The most?
- How many fewer reptiles are there than mammals?

What will you do if a student struggles with the content?

We will be stopping and going over skills as needed based on student feedback

What will you do if a student masters the content quickly?

Challenge the student with an exit ticket that has larger numbers to create a graph with

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners Students at this age express interests in animals, so using animals and their
characteristics connect to the interests of students

If applicable, how does this lesson connect to/reflect the local community?
n/a

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Challenge the student with an exit ticket that has larger numbers to create a graph with
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

How will you differentiate instruction for students who need additional
language support?

Accommodations (If
needed) Students DB and RW will be partnered due to seating arrangement, therefore I will spend
(What students need specific extra time with their group to discuss characteristics
accommodation? List
individual students (initials), RW
and then explain the AB
accommodation(s) you will MM
implement for these unique DB
learners.) EM
JD
These students struggle with holding their attention during lessons so they will be payed
close attention to

DB
ED
MM
SB
These students are my lower level readers, so vocabulary will be gone over ahead of time
and during the lesson
Materials
(What materials will you use? Graph template
Why did you choose these Animal Classification table
materials? Include any Pencils
resources you used. This can Overhead projector
also include people!) Whiteboards
Dry Erase Markers
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size: